According to Gravell, (2012:18), the main role of the Teacher is to help learners achieve their chosen programme. Gravell went further to explain that this can be achieved by using various teaching and learning methods whilst taking into account learners individual needs. As a Team leader in the Princes Trust I will wear many hats: friend, judge, mentor, different roles for extracurricular duties. When I say mentor it means many things from a role model to coach to confidant, someone I believe who encourages positive behaviour this could be with the use of more responsibilities in the class room. Helping them improve the skills this could be through communication for example being able to understand situations and resolve differences which will build trust.
Effective teachers strive to motivate and engage all their students in learning, believing every student is capable of achieving success at school and they do all they can to find ways of making each student successful. They personalize the learning for their students and uses techniques that have each student working on tasks that engage and challenge them to achieve their personal best. Teachers have a repertoire of effective teaching strategies and use them to implement well designed teaching programs and lessons. (AITSL (a), 2012). Planning influences what student will learn, because planning can transform the available time and curriculum materials into activities, assignments and tasks for students so time is the essence of planning.
My personal philosophy for classroom management can be summarized by a simple acronym. E.E.L. Efficient Effective Leadership Teaching is a leadership role, and with any role, there are responsibilities. Children come to school with the expectation of learning. In providing the proper atmosphere for learning, classroom management is an important key in the success of your school year.
Ultimately we as human beings want to do what is right so as a constant reminder the Honor Code is posted all over the school. We are giving students the opportunity to gain the skills to be responsible and productive citizens. As a Special Educator I am faced daily with making decisions that are based on student need. The majority of my students “need” skills as opposed to knowledge in order to be successful in their futures. I feel as though the Vision Statement on our campus includes all students on campus and keeps the future of all students in mind.
6/8/2015 6/8/2015 Siara Darga PS340 Exceptional needs children Siara Darga PS340 Exceptional needs children School Wide Positive Behavior Support SWPBS/PBIS School Wide Positive Behavior Support SWPBS/PBIS “PBIS is a systems approach to creating and maintaining positive school climates where teachers can teach and students can learn. This evidence-based framework emphasizes preventing school discipline problems. [It] provides ideas to support teaching, modeling and recognizing positive, appropriate behavior in schools and identifies systems for logically responding to classroom and individual student problems” (Dept. of Education. n.d.).
Good communication skills are essential for early childhood educators. This essay outlines how good communication skills provide advancement in student skill, through proper practices of collaboration between childhood educators, students, and parents through good communication. Classroom communication can be defined as a process of information shared that consists of verbal and nonverbal transactions between teacher and students, or between and among students, in a classroom setting (Kearns, 2012, p.33). Firstly, this forms the basis of skills essential for educators to increase student educational success. Secondly, children increase social and cognitive development from positive influences that are communicated by teachers.
Stakeholders in Education Introduction There are many stakeholders in education each of whom needs to play his role effectively in order to help all our children learn better and reach their fullest potential. This document spells out the roles of the respective stakeholders in education. The statements which are student-centered, outline the roles and qualities we expect of each stakeholder—the child himself, hisparents and family, his teachers, his Principal, MOE HQ, the Community, Business and Industry, the Alumni Association as well as the School Advisory/Management Committee—in helping the child learn and grow. With these statements there will be a common understanding of the the type of partnerships that can be undertaken and how the respective roles can be fulfilled. At the heart of these statements is the ultimate aim of helping all our children achieve the Desired Outcomes of Education.
Leaders have a vision, take initiative, influence people, make proposals, solve problems, follow-up, and, most of all, take responsibility (Argosy, 2010). The purpose of this paper is to identify an issue in my community that can be addressed with the aid of your local community college. This paper will next put together a broad-based team that I will lead to develop a plan for addressing the issue. In doing so this paper will outline the team members, their roles, their skill sets, how they will reflect the community, how they support each other and how I will ensure buy-in by all team members. The Issue Identifying an issue in my community that can be addressed with aid of my local community college was not hard to find.
Because of this, I feel that her students learned a lot and will be prepared for their test. I learned a lot in this science class. I always knew that reviews were helpful to students, especially young ones, but today I learned about the fashion in which a review is best delivered. I was able to see students excelling and students struggling. By the end of the class, many students were better able to understand the lesson and probably improved from a possible “D” on the upcoming test to a “B” or even “A.” I learned that when you involved technology and visuals in your lessons and reviews, so much can be accomplished.
Six strategies that teachers, administrators, other school staff, and parents can implement to increase the extent to which students feel connected to school: 1. Create decision-making processes that facilitate student, family, and community engagement, academic achievement, and staff empowerment. 2. Provide education and opportunities to enable families to be actively involved in their children’s academic and school life. 3.